Editorial: Reenvisioning Educator Preparation Through Emerging Technologies

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 21, No. 3 (September 2021) pp. 580–582

The articles in this volume help us rethink and reenvision educator preparation through emerging technologies while also advancing issues of equity. The CITE English Language Arts Education article, “?Crazy, Brave New Kid Learning a New [Virtual]...

Editorial: Rethinking Equity in EdTech Teacher Preparation

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 22, No. 4 (December 2022) pp. 621–624

As schools worldwide continue to navigate the lingering effects of the COVID-19 pandemic, issues around equity, ethics and critical uses of technology have taken a more prominent role in current discourse. While these issues are not new, the COVID...

Using Mobile Computer Technology and Internet Tools to Promote Constructivist Teaching

Chrystalla Mouza

World Conference on Educational Media and Technology 2000 (2000) pp. 1698–1699

This paper investigates how continuous access to laptop technology and telecommunication tools can promote a student-centered, inquiry-based, problem-solving teaching practice. The purpose of the study is to deepen our understanding on how...

Topics: Internet, Classrooms, Middle School Education

Editorial: A Report on the 2017 National Technology Leadership Summit

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 17, No. 4 (December 2017) pp. 432–436

On September 28-29, 2017, national leaders from educational associations, editors of educational technology journals, directors of nonprofit foundations, federal policy makers, and corporate representatives gathered in Washington, DC, for the...

Promoting Urban Teachers' Understanding of Technology, Content, and Pedagogy in the Context of Case Development

Chrystalla Mouza

Journal of Research on Technology in Education Vol. 44, No. 1 (2011) pp. 1–29

This study investigated the potential of a professional development program centered on case development to help urban teachers: (a) integrate technology with content and pedagogy and (b) cultivate habits of reflection required to learn from...

Understanding teacher change: A study of professional development in technology integration

Chrystalla Mouza

Understanding teacher@change: A study of professional@development in technology@integration (2002) pp. 1–304

This study had three primary objectives. First, it analyzed the pedagogical activities of two professional development models designed by the Institute for Learning Technologies at Teachers College, Columbia University. Second, it investigated the...

Editorial: Developing Critical Media Literacy Skills in the Digital Age

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 20, No. 1 (March 2020) pp. 1–3

An important set of articles in this issue (CITE-English Education and CITE-Social Studies Education) address the need for students to “learn how to organize and process the vast amount of available information, think critically, and turn...

Linking Professional Development to Teacher Learning and Practice: A Multi-Case Study Analysis of Urban Teachers

Chrystalla Mouza

Journal of Educational Computing Research Vol. 34, No. 4 (2006) pp. 405–440

This study describes and analyzes the pedagogical activities of two professional development models aimed at helping teachers effectively integrate technology in their classrooms. Most importantly, it investigates the impact of those activities on...

The Role of School Context on Teacher Learning and Professional Development

Chrystalla Mouza

Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2040–2043

This paper reports on social and organizational factors that influence teacher learning with regard to technology. Specifically, the study investigates the role that school contextual elements such as local values, structures, resources, and...

Topics: Teachers, Social Studies, Professional Development

Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration

Chrystalla Mouza

Teachers College Record Vol. 111, No. 5 (2009) pp. 1195–1241

Background/Context: Although there is a growing body of literature on the characteristics of effective professional development, there is little direct evidence on the extent to which these characteristics influence teacher learning and practice. In ...

Editorial: Technology to Support Connected and Powerful Teaching and Learning

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 197–199

This issue of CITE Journal is unique in that it also moves beyond mere descriptions of tools and their affordances to discuss the role of emerging technologies (see also Mouza & Lavigne, 2012) in transforming education, learning and civic participation.

Editorial: The Role of Teachers in Teaching and Learning With Technology

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 18, No. 3 (September 2018) pp. 491–493

CITE Journal as a whole squarely addresses the role and preparation of teachers in relation to technology. The papers in this issue, however, serve as an important reminder of the role of teachers in realizing the potential of technology and the...

Beliefs, Models, and Practices on Fostering Teacher Learning in Technology Integration

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 19, No. 3 (September 2019) pp. 302–304

Most teachers believe that students’ use of digital devices has a “mostly helpful” effect on students’ education (Busteed & Dugan, 2018). Yet, many teachers are not provided with the professional development and digital tools they need to integrate...

Editorial: Reenvisioning Educator Preparation Through Emerging Technologies

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 21, No. 3 (September 2021) pp. 580–582

As we embark in the new academic year while still battling the Covid-19 pandemic, three issues continue to remain at the forefront of K-16 education. First, technology clearly will remain a key element of educators’ toolbox as they seek ways of...

Editorial: Using Technology to Support Teacher and Student Voice

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 22, No. 1 (March 2022) pp. 1–4

This month marks 2 years into the Covid-19 pandemic. With no doubt, the Covid-19 pandemic has caused worldwide disruptions in education, which have exacerbated inequalities. In fact, technological and other barriers have made it more difficult for...

Editorial: A Report on the 2021 National Technology Leadership Summit

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 21, No. 4 (December 2021) pp. 583–588

On September 23-24, 2021, national teacher education leaders, editors of educational technology journals, and representatives from the nonprofit sector and industry convened again in person (after last year’s virtual meeting) for the annual National ...

Learning with Laptops: Implementation and Outcomes in an Urban, Under-Privileged School

Chrystalla Mouza

Journal of Research on Technology in Education Vol. 40, No. 4 (2008) pp. 447–472

This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school. Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms...

Editorial: Beyond Standalone Educational Technology Coursework: K-16 Teacher Preparation Strategies

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 291–294

The current issue of CITE Journal includes four articles, as well as two commentaries in response to “An Interview With Joseph South” published by Bull et al. (2017) submitted by the Teacher Education and Technology and Media Divisions of the...

Effective Professional Development on the Use of Technology: Findings from Urban Teachers

Chrystalla Mouza

Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 757–760

This study has three objectives. The first objective is to describe the pedagogical activities of two technology professional development models designed by the Institute for Learning Technologies (ILT) at Teachers College, Columbia University. ...

Topics: Educational Technology, Teachers, Learning Objects, Professional Development

Editorial: Strengthening the Impact, Novelty and Diversity of Research on Technology and Teacher Education

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 154–159

The new editor's vision for the next phase of the journal focuses on four areas that would further elevate CITE Journal as a leading platform for the dissemination of research focusing on technology and teacher education: (a) improve the visibility...

Editorial: Thinking Critically About and With Technology

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 20, No. 3 (September 2020) pp. 392–395

CITE Journal Volume 20, Issue 3, is published as we continue to battle the Covid-19 pandemic and school systems are preparing for mostly virtual openings. During this time of crisis, we have witnessed increased attention in using technology to...

Editorial: A Report on the 2020 National Technology Leadership Summit

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 20, No. 4 (December 2020) pp. 586–591

On September 24-25, 2020, national teacher education leaders, editors of educational technology journals, and representatives from the nonprofit sector and industry convened again for the annual National Technology Leadership Summit (NTLS). NTLS...

Editorial: A Report on the 2019 National Technology Leadership Summit

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 19, No. 4 (December 2019) pp. 543–548

A report on the 2019 National Technology Leadership Summit and an overview of papers published in the current issue of CITE Journal.

Editorial: Looking Back and Moving Forward: Technology and Teacher Education After COVID-19

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 21, No. 2 (June 2021) pp. 227–230

With no doubt, the COVID-19 pandemic has generated the largest disruption of education structures. The closure and subsequent move to emergency remote instruction (Hodges et al., 2020) among schools and institutions of higher education has prompted...

Editorial: Virtual Learning Environments as Contexts of Innovation in Teaching and Learning

Chrystalla Mouza

Contemporary Issues in Technology and Teacher Education Vol. 22, No. 3 (September 2022) pp. 449–452

As we enter another academic year marked by the uncertainty of COVID-19, a number of pressing issues are looming large for K-12 education, including the impact of the pandemic on students’ academic achievement. Just recently, the National Center for ...

The Role of Pedagogy in the Use of Networked Learning Environments

Chrystalla Mouza; Benjamin Bell

EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1364–1365

During the last twenty years, the introduction of new technologies in schools coupled with the recent growth of the Internet have allowed students access to a vast amount of educational resources. This vast increase in the amount of information,...

Topics: Educational Technology, Science, Students, Information Sciences, Classrooms

The Impact of Professional Development on Teacher Learning, Practice and Leadership Skills: A Study on the Integration of Technology in the Teaching of Writing

Patricia Scott; Chrystalla Mouza

Journal of Educational Computing Research Vol. 37, No. 3 (2007) pp. 229–266

This study reports on the design, implementation, and outcomes of a research-based professional development program aimed at helping teachers integrate technology in the teaching of writing. The program was funded by the National Writing Project ...

Studying Classroom Practice: Case Development for Professional Learning in Technology Integration

Chrystalla Mouza; Wilkey Wong

Journal of Technology and Teacher Education Vol. 17, No. 2 (April 2009) pp. 175–202

This study investigated the efficacy of case development as an instrument for teacher learning in technology integration. In particular, the study investigated whether case development can help teachers (a) develop the ability to integrate...

Topics: Professional Development, Educational Technology, Teachers, Computers, Information Communication Technologies

Editorial: A Report on the 2018 National Technology Leadership Summit

Chrystalla Mouza, Editor

Contemporary Issues in Technology and Teacher Education Vol. 18, No. 4 (December 2018) pp. 601–605

On September 27-28, 2018, national leaders from educational associations, editors of educational technology journals, directors of nonprofit foundations, federal policy makers, and corporate representatives gathered in Washington, DC, for the 2018...

Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

Thomas Habowski; Chrystalla Mouza

Journal of Technology and Teacher Education Vol. 22, No. 4 (October 2014) pp. 471–495

This study investigates pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data...

Teacher practices during Year 4 of a one-to-one mobile learning initiative

Michael Reichert; Chrystalla Mouza

Journal of Computer Assisted Learning Vol. 34, No. 6 (December 2018) pp. 762–774

This study examines the ways in which all nine middle school teachers in a private school for boys in the United States integrated mobile devices with content and pedagogy 4 years into the implementation of a one-to-one initiative. It also examines...

A Framework for Addressing Challenges to Classroom Technology Use

Jennifer Groff; Chrystalla Mouza

AACE Journal Vol. 16, No. 1 (January 2008) pp. 21–46

Creating effective learning environments with technology remains a challenge for teachers. Despite the tremendous push for educators to integrate technology into their classrooms, many have yet to do so and struggle to find consistent success with...

Topics: Educational Technology, Teachers, Computers, Integration, Classrooms

Promoting and Assessing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Context of Case Development

Chrystalla Mouza; Rachel Karchmer-Klein

Journal of Educational Computing Research Vol. 48, No. 2 (2013) pp. 127–152

This study investigated the extent to which case development allowed pre-service teachers to recognize the interactions and integration of technology with content and pedagogy in their own practice. These interactions form the core of what has been...

Bridging the app gap: An examination of a professional development initiative on mobile learning in urban schools

Chrystalla Mouza; Tommi Barrett-Greenly

Computers & Education Vol. 88, No. 1 (October 2015) pp. 1–14

In this study we present a professional development initiative aimed at helping urban teachers in low-income underserved schools in the U.S. learn how to utilize iPads (a representative mobile device) and educational apps (software programs that run ...

Language: English

Hypermedia and Education: A Technology Integration Course

Chrystalla Mouza; Shiao-Chuan Kung

EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1362–1363

Technology has become a major focus of education policy and reform in recent years. Both new and experienced teachers, however, are still not adequately prepared to teach with technology (CEO Forum on Education and Technology, 2000). This paper...

Topics: Teachers, Educational Technology

Assessing the Impact of a Web-Driven, Goal-Based Scenario in the Science Classroom

Benjamin L. Bell; Chrystalla Mouza

Journal of Computers in Mathematics and Science Teaching Vol. 20, No. 3 (2001) pp. 265–292

This article presents a study designed to assess the impact of technology integration on teachers and students. To carry out the study, ALPINE, a web-based science project aimed at teaching students fundamental weather concepts, data gathering and...

Topics: Computer Sciences, Computers, Educational Technology, Science, Professional Development

Drawing on technology: An investigation of preservice teacher beliefs in the context of an introductory educational technology course

Beverly J. Funkhouser; Chrystalla Mouza

Computers & Education Vol. 62, No. 1 (March 2013) pp. 271–285

This study investigated entering preservice teachers' initial beliefs and ideas with regard to the role of technology in teaching and learning. It also examined specific technology-integrated pedagogical strategies and their potential to help...

Language: English

Editorial - Developing Computationally Literate Teachers: Current Perspectives and Future Directions for Teacher Preparation in Computing Education

Chrystalla Mouza; Aman Yadav; Anne Ottenbreit-Leftwich

Journal of Technology and Teacher Education Vol. 26, No. 3 (July 2018) pp. 333–352

Since Wing (2006) advanced computational thinking (CT) as a way of introducing computer science (CS) ideas to all students, CS and CT education have experienced a resurgence across K-12 settings. This renewed interest is amplified by a number of...

Examining Pre-service Teachers’ Ability to Incorporate Computational Thinking into Lesson Plans: A Comparison of Two Digital Technologies

Scott Sheridan; Bataul Alkhateeb; Chrystalla Mouza

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 95–103

Although not every student will become a computer scientist, the ubiquitous nature of technology in the modern world requires all students to understand the thought processes that underpin Computer Science, dubbed Computational Thinking. At present, ...

Topics: Computational Thinking

A Web-based Model for Online Collaboration between Distance Learning and Campus Students

Chrystalla Mouza; Danielle Kaplan; Ivana Espinet

WebNet World Conference on the WWW and Internet 2000 (2000) pp. 413–418

The increased attention on distance education has influenced many institutions to expand their physical boundaries and develop distance learning courses. This paper presents a hybrid course framework that seamlessly integrates a traditional course ...

Topics: Distance Education, Physical Education, Students

Learning to Teach Computer Science: Professional Development Design and Teacher Outcomes

Chrystalla Mouza; Diane Codding; Lori Pollock

Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1628–1634

With the increased attention on teaching computer science, there has been a growing investment into professional development opportunities that prepare teachers to deliver computer science curricula Yet, little research exists on design features of...

Topics: New Possibilities with Information Technologies, Teaching and Learning with Emerging Technologies

Examining Motivational Constructs in Computational Thinking for Preservice Teacher Development

Lien Vu; Chrystalla Mouza; Megean Garvin

Society for Information Technology & Teacher Education International Conference 2023 (Mar 13, 2023) pp. 106–112

Computational thinking (CT) is important for many 21st century skills. The current study seeks to identify the relationship among preservice teachers' demographic characteristics (e.g., gender) and CT outcomes as they develop CT skills during their...

Topics: faculty development, Computational Thinking

Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

Nicole A. Shea; Chrystalla Mouza; Andrea Drewes

Journal of Science Teacher Education Vol. 27, No. 3 (2016) pp. 235–258

In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and...

Examining the Design and Outcomes of an After-School Physical Computing Program in Middle-School

Sotheara Veng; Chrystalla Mouza; Lori Pollock

Society for Information Technology & Teacher Education International Conference 2023 (Mar 13, 2023) pp. 2316–2326

This work examines the application of high-quality pedagogical practices in the design and implementation of an after-school physical computing program aimed at providing middle school students with access to computer science (CS) education. It...

Topics: Equity & Social Justice, Teaching and Learning with Emerging Technologies

Professional Development for Computer Science Education: Design and Outcomes from a Case Study Teacher

Scott Sheridan; Chrystalla Mouza; Lori Pollock

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1115–1123

As the role of technology in modern society increases, so too does the importance of computational thinking and computer science (CS) principles. To incorporate CS into K-12 curricula, teachers require training, continuing support, and access to...

Topics: New Possibilities with Information Technologies, Computational Thinking, Teaching and Learning with Emerging Technologies

Building Equitable Computing Classrooms through Culturally Responsive Professional Development

Diane Codding; Bataul Alkhateeb; Chrystalla Mouza; Lori Pollock

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 348–357

Computer science education from a young age has been demonstrated to be a predictor of students joining STEM related careers, potentially closing the gap of underrepresented women and minority groups. Systematic changes in classroom environments and ...

Topics: faculty development, Equity & Social Justice

Culturally Responsive and Equity-Focused Computer Science Professional Development

Diane Codding; Chrystalla Mouza; Lori Pollock; Scott Sheridan

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 648–656

The field of computer science continues to lack diversity, which has led to new efforts toward increasing access to computer science among all students. In order to address the underrepresentation of minoritized youth in computer science, we...

Topics: Teaching and Learning with Emerging Technologies, Equity & Social Justice, Computational Thinking

Using Word Clouds to Uncover Preservice Teachers’ Understanding of Computational Thinking in the Context of Teacher Education Coursework

Lien Vu; Bataul Alkhateeb; Megean Garvin; Chrystalla Mouza

Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 2138–2146

Computational thinking (CT) is important for many 21st century skills. It involves being able to decompose problems, think abstractly, and use technology for automating processes. The current research study is part of a multi-year project that seeks ...

Topics: faculty development, Teaching and Learning with Emerging Technologies

New Content for New Times: Pre-Service Teachers’ Exploration of Computer Programming in Educational Technology Coursework

Chrystalla Mouza; Soumita Basu; Hui Yang; Yi-Cheng Pan

Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1635–1642

This study investigates the development of computational thinking skills and knowledge in pre-service teachers after they were exposed to an educational technology course that incorporated engagement with visual-based programming. Quantitative data...

Topics: New Possibilities with Information Technologies, Research & Evaluation, Teaching and Learning with Emerging Technologies

Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers

Sule Yilmaz Ozden; Chrystalla Mouza; Valerie Harlow Shinas

Journal of Technology and Teacher Education Vol. 24, No. 4 (October 2016) pp. 471–499

The purpose of this quantitative study was to develop and test a survey instrument to measure pre-service teachers? Technological Pedagogical Content Knowledge (TPACK) framed by a transformative lens. The Survey of Teaching Knowledge with...